Inferencing Using Inferencing Using Primary Sources:Primary Sources:

Teaching Student InquiryTeaching Student Inquiry

© 2011 Charles L. Newhall© 2011 Charles L. Newhall

Bracero ProgramBracero Program

Pequot WarPequot War

LangeLange

What are What are Primary Sources?Primary Sources?

• A primary source is something that comes from the time and place of an historical event

• INVESTIGATE for clues about the time and place of a source

• Make Inferences from prior knowledge

• Historical Context (time and place) are VERY important!

Primary SourcesPrimary Sources

Examples of Primary SourcesExamples of Primary Sources

• First-hand accounts

• Letters, diary entries, journals

• Newspapers

• Trial transcripts

• Official records and documents

• Cartoons

• Artifacts

• Clothing

• Photographs

• Engravings

• Art works

• Music

• Films

Primary Sources Primary Sources are…are…

• NOT any old documentNOT any old document

• NOT any old artifactNOT any old artifact

• NOT, by definition, NOT, by definition, more reliable than more reliable than secondary sourcessecondary sources

Of course, Of course, The The Gettysburg Gettysburg AddressAddress is is a primary a primary source source from the from the Civil War Civil War because it because it is from is from that time that time and place!and place!

Primary Sources ARE…Primary Sources ARE…

• Directly tied to the historical eventDirectly tied to the historical event

• From the time and place being studiedFrom the time and place being studied

• Still primary sources if they are reproduced Still primary sources if they are reproduced (published in a modern book, retyped, (published in a modern book, retyped, photocopied, etc.)photocopied, etc.)Four score and seven years ago our fathers brought forth, upon this continent, a new nation, conceived in Liberty, and dedicated to the proposition that “all men are created equal”.

Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived, and so dedicated, can long endure. We are met here on a great battlefield of that war. We have come to dedicate a portion of it as a final resting place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this.

Why Use Why Use Primary Sources?Primary Sources?

• They are the “real stuff” of history

• They push students from simple recall of information to higher level thinking skills (New Bloom’s Taxonomy)

• They encourage inferential thinking

• They give students a reason to inquire

• They teach critical thinking skills

• They are in the Frameworks/Standards

And…And…

• They are easily accessible and abundant

• They bring the past to life

• They are fun!

Even with STUDENTS Even with STUDENTS That Have Special Needs?That Have Special Needs?

• Yes…perhaps even more so…because they can be• Visual• Auditory• Kinesthetic, hands-on• Multisensory

History & Social Science Framework (2005)History & Social Science Framework (2005)Grade ThreeGrade Three

Students should be able to:Students should be able to:

• Apply concepts and skills learned in previous grades.Apply concepts and skills learned in previous grades.

• History and GeographyHistory and Geography

• 1. Explain the meaning of time periods or dates in 1. Explain the meaning of time periods or dates in historical narratives historical narratives (decade, century, 1600s, 1776)(decade, century, 1600s, 1776) and and use them correctly in speaking and writing. (H)use them correctly in speaking and writing. (H)

• 2. Observe visual sources such as historic paintings, 2. Observe visual sources such as historic paintings, photographs, or illustrations that accompany historical photographs, or illustrations that accompany historical narratives, and describe details such as clothing, setting, narratives, and describe details such as clothing, setting, or action. (H)or action. (H)

• 3. Observe and describe local or regional historic artifacts 3. Observe and describe local or regional historic artifacts and sites and generate questions about their function, and sites and generate questions about their function, construction, and significance. (H)construction, and significance. (H)

New Bloom TaxonomyNew Bloom Taxonomy

Steps to UnlockingSteps to UnlockingPrimary SourcesPrimary Sources

• Investigate the Primary Source Carefully and Ask: • Reporter Questions – gather information• Higher Level Thinking Questions• What do you need to know to understand the

image?

• Process Information• Talk with other students• Process write ideas• Organize information and ideas (eg. Categorize)

• Express Understanding

InvestigateInvestigate

• What is the document or artifact you What is the document or artifact you have?have?

• When could it have been created?When could it have been created?

• Who might have made or used it?Who might have made or used it?

• What is its purpose?What is its purpose?

AskAsk

• What questions do you have about the What questions do you have about the document or artifact that are not immediately document or artifact that are not immediately answered?answered?

• Where could you go to find answers to your Where could you go to find answers to your questions?questions?

Point of ViewPoint of View

• ALL sources have a Point of View

• This might be called a BIAS

• It IS a perspective and that is just what we want to teach our students…how to identify the point of view

Express UnderstandingExpress Understanding

• Demonstrate understanding

• How will you use the information gathered?

• In writing• Develop a Thesis• Organize (eg. Outline)• Structure Assertions & Evidence

• Drawings, Performances,…EXPRESS!

Primary SourcePrimary SourceLesson PlanningLesson Planning

• Start with the assessment in mind (backward Start with the assessment in mind (backward design)design)

• Determine goals and objectivesDetermine goals and objectives

Primary Source Primary Source Lesson PlanningLesson Planning

• Skills-based: • Have a clear skill you want each student to

master

• Content-rich: • Be sure you are teaching content which is in

your scope and sequence

Primary Source Primary Source Lesson PlanningLesson Planning

• Begin with an interesting primary source

• Guide students though inquiry process

• Let students take control of their own inquiry as they develop appropriate questions

AssessmentAssessment

• Design authentic assessments which allow Design authentic assessments which allow students to demonstratestudents to demonstrate• The skills they have masteredThe skills they have mastered• The content they now understandThe content they now understand

Students as Students as History Detectives!History Detectives!

• Historical Context: Historical Context:

The American RevolutionThe American Revolution

• Point of View: Point of View:

The Common American SoldierThe Common American Soldier

Sample LessonSample Lesson

The Common Soldier inThe Common Soldier in

American RevolutionAmerican Revolution

Joseph Joseph Plumb Plumb MartinMartin

Revolutionary SoldierRevolutionary Soldier

• Students investigate artifacts Students investigate artifacts

• Skill goalsSkill goals

• Content goalsContent goals

Sample LessonSample Lesson

Trigger for World War One:Trigger for World War One:

The Assassination of Archduke Franz The Assassination of Archduke Franz FerdinandFerdinand

JacketJacket

Arrest of Arrest of Gavrilo PrincipGavrilo Princip

ResourcesResources

• Local (Graveyards, Town Records)

• State (Commonwealth Museum)

• National (Archives in Waltham)

• Publishers (Pearson Education)

• On Line• Free (American Memory, Avalon Project at

Yale, Teaching with Historic Places, Teaching Historical Thinking)

• Subscription (ABC-CLIO databases)

Major Project IdeasMajor Project Ideas

• Student Exhibits

• Students Performances

• Students-Teaching-Students

• National History Day program

• Local Museums

• Oral History Projects

Student-CenteredStudent-Centered

• Keep the focus on student learningKeep the focus on student learning

• Set clear expectations (rubrics)Set clear expectations (rubrics)

• Model and provide structureModel and provide structure

• Allow students Allow students discover meaning discover meaning through the inquiry processthrough the inquiry process

• Nurture Nurture independentindependent historical thinking historical thinking

Thank You!Thank You!

• Please feel free to contact me with questions, suggestions, objections, ideas, etc.

• I can best be reached at:• clnewhall@gmail.org